Núnez-Peña, Maria IsabelBono, Roser2023-02-022023-02-022022-05-3197884139600362603-5871https://riunet.upv.es/handle/10251/191582[EN] We developed and evaluated the effectiveness of a new teaching strategy aimed at improving students' learning in a Research Design degree module with high mathematical content. The strategy involves presenting students with case studies based on published research and a set of questions to answer, following which they are given error analysis sheets detailing the correct answer for each question, the most common incorrect answers, and an explanation of why these answers are wrong. These sheets were created based on students' answers to the case-study questions and were used with the aim of helping them learn from their mistakes. A high proportion of students perceived the error analysis sheets to have been useful for improving their learning and understanding, and this was especially the case for those with a higher level of math anxiety. In addition, students' final grades were positively related to their attendance at classes in which error analysis sheets were used.6Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)Academic achievementHigher educationError analysis sheetMath anxietyCapítulo de libro10.4995/HEAd22.2022.14656Abierto